Sentence 1: Neither Rasheed or Larry wants his team's loss to suggest that team members didn't play well.
Sentence 2: Mr. Kato explained that because the rule does not affect the entire school but only individual students, the student handbook changed.
DOL 4
Sentence 1: It says here on the bottle label that "The worst reaction to this medicine would be drowsiness", so you are right.
Sentence 2: At the beginning of class Ms.Kenney took attendance assigns new work and homework was checked
DOL 5
Sentence 1: "Veronica, a brilliant student, will probably get a higher grade than I." naomi remarked.
Sentence 2: During World War II, rationing was commonplace but did not seriously affect most people in the United States.
DOL 6
Sentence 1: Oh, if we take this course, we are required to read "Macbeth", one of Shakespeare's most famous plays.
Sentence 2: If you're going to shop for clothes, I hope the children, if they wish, can come with me to Main Street to watch the Thanksgiving Day Parade.
DOL 7
Sentence 1: We saw dad searching everywhere trying to find his golf clubs, unfortunately, he did not find them.
Sentence 2: For two months, i've been searching for a certain kind of table made from walnut wood for our hall.
Sentence Patterns 9 (pattern #1)
Use page one of The Art of Styling Sentences (TASS) to answer the following questions.
1. What is a sentence?
2. What are the two basic parts of every sentence in English? subjects and verbs
3. What is the basic pattern in English sentences? subject and verb If this does not seem easy to you, take a few minutes to review page one of TASS before the next class.
4. Review pages 7-8
5. Write two original examples of this sentence pattern: (be prepared to: identify the subject and verb combination in each; explain the relationship between the independent clauses)
1. The plant wilted; I forgot to water it
2. My cat lost her ball I don't know where
Sentence Patterns 11(pattern #2)
1. Read page 13 "Professional examples" and "Checkpoints"
2. Complete exercises #3 and 4 on page 14 and provide an original example:
3. grasses from England are green; Ireland and Scotland, much greener.
4. All the children want to go to McDonald's for lunch; they want hamburgers.
original example: The painting on the wall represents chaos to Fred; to Alice, a wonderland.
Sentence Patterns 12 [Sentence pattern 3: General statement (idea) : specific statement (example).]
1. Read pages 15-16: "Explanation" and "Examples."
2. Note the difference between the colon and the semicolon.
3. Also, note that patterns 1, 2, and 3 are compound sentences - two independent clauses joined together.
4. Complete "Exercises" 1, 2, on page 17. Also, provide an original example of the pattern.
1. They were lucky: the students all got A's on their papers.
2. The dot-com companies have changed the work week: They are working during weekends too.
original example : "Weekdays are very similar to identical suitcases: They are all the same size, but some people can pack more into them than others." - Joel Gutierrez
Sentence Patterns 13 [Sentence pattern 3: General statement (idea) : specific statement (example).]
1. Read pages 16 "Professional examples."
2. Complete "Exercises" 4 and 5 on page 17. Also, provide an original example of the pattern.
4. The reporter asked her the most important question: "what is the components of Human?"
5. We went to Washington D.C. for the graduation trip: we toured the National Air and Space Museum, the Smithsonian Castle, the Freer Gallery, and the new wing of the National Gallery of Art.
original example: "One thing you learn when you love the Red Sox like I do: how to lose and get up and fight another day."- Jack Welch (CEO at G.E.)
Sentence Patterns 14 [Pattern 4: A Series Without a Conjunction (any place in the sentence) A,B,C]
1. Read page 19.
2. On page 20 read "Explanation" and "Examples"
3. On page 23 complete "Exercises" # 1 and 2. Also, provide an original example of the pattern.
1. An essay traditionally has three major parts: Introduction, Body, Conclusion
2. Taco, Meatball Sub, Sushi are my favorite foods.
original example:
Sentence Patterns 15 [Pattern 4: A Series Without a Conjunction (any place in the sentence) A,B,C]
1. On page 20-21 read "Professional Examples"
2. On page 22 read "Checkpoint"
4. On page 23 complete "Exercises" 4 and 5. Also, provide an original example of the pattern.
4. The children gathered around, their teacher, playing, talking, whining.
5. When the game was cancelled, the rowdy spectators at the ball game, screaming, throwing foods, complaining.
original example: The typical teenager user of snuff is white, active, and athletic, and subjected to very heavy peer pressure.
Sentence Patterns 20(Pattern 4a)
1. On page 24-25 read "Professional examples"
2. On page 25-26 read "Sentences for analysis"
3. On page 26-27 complete "Exercises" 4 and 5
4. The science conference board couldn't decide whether to concentrate on Physics or Chemistry or Biology.
5. All that is drinking or weeds or smoking seems to be harmful to one's health.
original example:
"When I'm crying over a story like that or I'm frustrated or unhappy my housekeeper will say, 'Now it's all right; we'll have a cup of tea.'" - Oprah Winfey
Sentence Patterns 21 (pattern 5)
1. on page 28 read Explanation and Examples
2. on page 30 complete Exercises 1 and 2 and provide an original example
1. An ideal breakfast contains oatmeal, Cheerios, coffee, tea, biscuits, and honey.
2. Where should I go to meet elephants, hippos, gorillas, and monkeys?
original example: A new book and PBS television series traces the numerous traditions- folk and gospel, blues and zydeco- that shaped American music."- Smithsonian, November 2001
Sentence Patterns 22 (pattern 5)
1. on page 28 and 29 read Professional examples
2. write you own original example
original example: macaroni & cheese, pizza, meatball sub, chicken nuggets- these are typical school lunch
3. discuss upcoming quiz over patterns 1-5
Sentence Patterns 23 (pattern 6)
1. on page 31-32 read Explanation and Examples
2. on page 32 read Checkpoints
3. on page 33 complete Exercises #1 and 2 and create an original example:
1. Abraham Lincoln, George Washington, Thomas Jefferson -each of these people served their country well.
2. To get good grades, to get married, to get a job -such are the goals of the average American college graduate
original example: Gluttony,lust, envy- which is the worst sin?
Sentence Patterns 24 (pattern 6)
1. on page 32 read Examples and NOTE and Checkpoints
2. create an original example of this pattern
original example: Mickey Mouse, Magic Mountain, the Light Parade- these mean Disneyland to children.
Sentence Patterns 26 (review 4-6)
1. Review patterns 4-6 by creating an original example of each.
2. Under each original example, state what makes the pattern unique.
pattern 4 original example:
unique features:
pattern 5 original example:
unique features:
pattern 6 original example:
unique features:
Sentence Patterns 26 (review 4-6)
1. Review patterns 4-6 by creating an original example of each.
2. Under each original example, state what makes the pattern unique.
pattern 4 original example: "Do you often feel dragged out, knocked down, pooped, bushed- plumb exhausted?" (MM Magazine)
unique features: use of comma
pattern 5 original example: Great artists often seem to occur in paris: Michelangelo and da Vinci, Gaugin and van Gogh, Monet and Cézanne.
unique features: A series of balanced pairs
pattern 6 original example: The depressed, the stressed, the lonely, the fearful- all have trouble coping with problems.
unique features: A series of appositives
Sentence Patterns 32 (pattern 7)
1. on page 36 read "Professional Examples" and "Checkpoints"
2. on page 37 complete the final exercise # 1 and provide an original example of the pattern
1. Which famous television personality- 30 rock, Oprah Winfrey, Tyra Banks- do you think will win this year's Emmy Award
Original example: On our trip to Italy, the major sights- the Vatican in Rome, the Duomo in Florence, the tower in Pisa- didn't impress us as much as the food and the kindness of the people.
Sentence Patterns 33 (pattern 7a)
1. on page 38 read "Explanation" and "Examples"
2. on page 39 complete exercises #1-2 and provide an original example of the pattern
1. The faimiliar cheer of the football team- Go Phoenix!- began to appear on bumper stickers around the town.
2. My cat and dog were figiting over meatballs.
original example: The sudden burst of light- a camera flash- startled me.
Sentence Patterns 34 (pattern 7a)
1. on page 39 read "Professional Examples" and "Checkpoint"
2. on page 39 complete exercises 3-4 and provide an original example of the pattern
3. My favorite colors- green and purple -always attract me to new clothes.
4. Learning the basic skills -jogging and push-ups -will help me succeed in any sports.
original example: The sudden burst of light-a camera flash-startled me.
Sentence Patterns 35 (pattern 8)
1. on page 41 read "Explanation" and "Examples"
2. on page 43 complete "Exercises" # 1 and 2:
1. If your teacher says to read it twice, if your teacher wants you to respect him or her, if your teacher is older than you out of the school, you'd better follow your teacher's wishes rather than your friend's.
2. When the astronaut is in danger, when the astronaut heard the explosion, when the air controller is broken, then the flight crews are in trouble.
Sentence Patterns 36 (pattern 8)
1. on page 42 read "Professional Examples" and one page 43 read "Checkpoints"
2. on page 43 complete "Exercises" # 4, and write an original example:
4. Whether you think you are good looking or whether you think you are tall, you are not.
original example: "Though it was attached to a lead held by a man, and despite the fact that I had read in my book, How and Why Wonder Book on Wild Animals, that pumas do not usually harm people, I ran away as fast as I could."-- National Geographic June 1997
Sentence Patterns 37 (pattern 9)
1. on page 47 read "Explanation" on page 48 read "Examples"
2. on page 49 complete "Exercises" #1 and 3
1. The floats in the parade were stunning, stunning in
Sentence 1: Neither Rasheed or Larry wants his team's loss to suggest that team members didn't play well.
Sentence 2: Mr. Kato explained that because the rule does not affect the entire school but only individual students, the student handbook changed.
DOL 4
Sentence 1: It says here on the bottle label that "The worst reaction to this medicine would be drowsiness", so you are right.
Sentence 2: At the beginning of class Ms.Kenney took attendance assigns new work and homework was checked
DOL 5
Sentence 1: "Veronica, a brilliant student, will probably get a higher grade than I." naomi remarked.
Sentence 2: During World War II, rationing was commonplace but did not seriously affect most people in the United States.
DOL 6
Sentence 1: Oh, if we take this course, we are required to read "Macbeth", one of Shakespeare's most famous plays.
Sentence 2: If you're going to shop for clothes, I hope the children, if they wish, can come with me to Main Street to watch the Thanksgiving Day Parade.
DOL 7
Sentence 1: We saw dad searching everywhere trying to find his golf clubs, unfortunately, he did not find them.
Sentence 2: For two months, i've been searching for a certain kind of table made from walnut wood for our hall.
Sentence Patterns 9 (pattern #1)
Use page one of The Art of Styling Sentences (TASS) to answer the following questions.
1. What is a sentence?
2. What are the two basic parts of every sentence in English? subjects and verbs
3. What is the basic pattern in English sentences? subject and verb
If this does not seem easy to you, take a few minutes to review page one of TASS before the next class.
4. Review pages 7-8
5. Write two original examples of this sentence pattern: (be prepared to: identify the subject and verb combination in each; explain the relationship between the independent clauses)
Sentence Patterns 11 (pattern #2)
1. Read page 13 "Professional examples" and "Checkpoints"
2. Complete exercises #3 and 4 on page 14 and provide an original example:
Sentence Patterns 12 [Sentence pattern 3: General statement (idea) : specific statement (example).]
1. Read pages 15-16: "Explanation" and "Examples."
2. Note the difference between the colon and the semicolon.
3. Also, note that patterns 1, 2, and 3 are compound sentences - two independent clauses joined together.
4. Complete "Exercises" 1, 2, on page 17. Also, provide an original example of the pattern.
Sentence Patterns 13 [Sentence pattern 3: General statement (idea) : specific statement (example).]
1. Read pages 16 "Professional examples."
2. Complete "Exercises" 4 and 5 on page 17. Also, provide an original example of the pattern.
Sentence Patterns 14 [Pattern 4: A Series Without a Conjunction (any place in the sentence) A,B,C]
1. Read page 19.
2. On page 20 read "Explanation" and "Examples"
3. On page 23 complete "Exercises" # 1 and 2. Also, provide an original example of the pattern.
Sentence Patterns 15 [Pattern 4: A Series Without a Conjunction (any place in the sentence) A,B,C]
1. On page 20-21 read "Professional Examples"
2. On page 22 read "Checkpoint"
4. On page 23 complete "Exercises" 4 and 5. Also, provide an original example of the pattern.
Sentence Patterns 20(Pattern 4a)
1. On page 24-25 read "Professional examples"
2. On page 25-26 read "Sentences for analysis"
3. On page 26-27 complete "Exercises" 4 and 5
Sentence Patterns 21 (pattern 5)
1. on page 28 read Explanation and Examples
2. on page 30 complete Exercises 1 and 2 and provide an original example
Sentence Patterns 22 (pattern 5)
1. on page 28 and 29 read Professional examples
2. write you own original example
- original example: macaroni & cheese, pizza, meatball sub, chicken nuggets- these are typical school lunch
3. discuss upcoming quiz over patterns 1-5Sentence Patterns 23 (pattern 6)
1. on page 31-32 read Explanation and Examples
2. on page 32 read Checkpoints
3. on page 33 complete Exercises #1 and 2 and create an original example:
Sentence Patterns 24 (pattern 6)
1. on page 32 read Examples and NOTE and Checkpoints
2. create an original example of this pattern
Sentence Patterns 26 (review 4-6)
1. Review patterns 4-6 by creating an original example of each.
2. Under each original example, state what makes the pattern unique.
Sentence Patterns 26 (review 4-6)
1. Review patterns 4-6 by creating an original example of each.
2. Under each original example, state what makes the pattern unique.
- pattern 4 original example: "Do you often feel dragged out, knocked down, pooped, bushed- plumb exhausted?" (MM Magazine)
- unique features: use of comma
- pattern 5 original example: Great artists often seem to occur in paris: Michelangelo and da Vinci, Gaugin and van Gogh, Monet and Cézanne.
- unique features: A series of balanced pairs
- pattern 6 original example: The depressed, the stressed, the lonely, the fearful- all have trouble coping with problems.
- unique features: A series of appositives
Sentence Patterns 32 (pattern 7)1. on page 36 read "Professional Examples" and "Checkpoints"
2. on page 37 complete the final exercise # 1 and provide an original example of the pattern
Sentence Patterns 33 (pattern 7a)
1. on page 38 read "Explanation" and "Examples"
2. on page 39 complete exercises #1-2 and provide an original example of the pattern
Sentence Patterns 34 (pattern 7a)
1. on page 39 read "Professional Examples" and "Checkpoint"
2. on page 39 complete exercises 3-4 and provide an original example of the pattern
Sentence Patterns 35 (pattern 8)
1. on page 41 read "Explanation" and "Examples"
2. on page 43 complete "Exercises" # 1 and 2:
Sentence Patterns 36 (pattern 8)
1. on page 42 read "Professional Examples" and one page 43 read "Checkpoints"
2. on page 43 complete "Exercises" # 4, and write an original example:
Sentence Patterns 37 (pattern 9)
1. on page 47 read "Explanation" on page 48 read "Examples"
2. on page 49 complete "Exercises" #1 and 3